This paper examines the trends emerging from recent research into the relationship between violent conflict and chronic poverty. The author weighs the usefulness of this research, and considers the transmission mechanisms from violent conflict through to chronic poverty, and the impact of chronic poverty on conflict.
In December 2004, the Inter-Agency Network for Education in Emergencies (INEE) launched the first global tool to define a minimum level of educational quality and help ensure the right to education for people affected by crises.
This briefing report, released prior to the first free elections in the country in over 40 years, describes the tragedies that face the DRC's children and urges the international community to seize the opportunity to put an end to the world's deadliest humanitarian crisis since World War II.
The Government of Southern Sudan’s Go to School Initiative, supported by UNICEF, which seeks to get 1.6 million children back in school by the end of 2007, incorporates key elements of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction.
NGOs working in education in conflict-affected areas have realised the importance of listening to children, encouraging their genuine participation in programmes and publicising and scaling up the innovations which often arise in the aftermath of war.
The Outcome Report includes the framing papers that were prepared for each objective in advance of the roundtable as well as the recommendations generated by each working group.
Education is a crucial means within local communities around the world to communicate, to motivate and to engage as much as it is to teach. An investment in education, particularly at the primary and secondary levels, can help a community address and continuously reinforce the various dimensions of disaster risk across generations.
The project entitled “A Prepararnos” was implemented in the province of Holguin to develop environmental education through formal, non-formal and informal means with the active participation of children and the community at large. The project focused on the relationship between schools and communities.
The efforts by Terre des hommes, Save the Children Alliance and other organizations to combat child trafficking in Nepal have been complicated by the growing armed conflict, as tens of thousands of children and youth have been forced from their communities to urban areas.
This report flows from the one-month intervention of Linda Pennells, Gender & Governance Consultant, working with UNICEF’s earthquake emergency team in Pakistan to identify lessons learned from the six-month earthquake emergency response that can inform a gender-responsive transition to recovery.
The UNHCR Tool outlines 10 basic steps to ensure women, girls, boys, and men participate in analyzing protection problems together; in discussing capacities to face protection problems, and in finding solutions together.
This paper by Rose and Greeley examines how development assistance in fragile states can enhance access to quality basic education for the poor and vulnerable, at the same time improving governance and thereby mitigating the risks of fragility, and increasing the effectiveness of future aid.
The Minimum Standards for Education in Emergencies (MSEE) training workshop in Islamabad. The organisers and trainers at the Islamabad workshop from Save the Children-UK (SC-UK), UNESCO and BEFARe in Pakistan either trained as ToTs or were trainers.
This masters thesis is a case study of the IRC Guinea Education Program. Civil wars in Liberia and Sierra Leone sent tens of thousands of people across the border to safety in Guinea.
This review examines good practices to reduce disaster risk through education, knowledge and innovation, including efforts to protect schools from extreme natural events. It looks critically and strategically at current activities in order to identify gaps, opportunities in the form of synergisms and partnerships, and centres of innovation.
This article examines the ways in which the INEE Minimum Standards and other resources can assist practitioners in the design, development and implementation of emergency education programs that integrate the special education needs of all children.
This report draws from the experiences of UN agencies, international, national, and local NGOs, and donors in responding to the earthquake to present an analysis of the cluster experience in Pakistan, along with recommendations for the future.
The report identifies various constraints and challenges that USAID and its partners face in enforcing sound M&E standards and practices in postconflict societies, particularly in those where the United States has major strategic interests.
This report focuses on the experiences of three key donors: the United States (US), the United Kingdom (UK) and Germany. It also provides case studies showing the operationalisation of the agenda in three fragile states, namely, Afghanistan, Cambodia and Nepal. Because the FS agenda is relatively new, the policies, tools, and institutions to implement it are still being developed.
The promotion and protection of children's rights has been a fundamental aspect of the international human rights system. This manual centers on how to protect children from sexual violence and sexual exploitation, specifically in disaster and emergency situations.